{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,1]],"date-time":"2026-08-01T18:16:14Z","timestamp":1785608174211,"version":"3.56.0"},"reference-count":71,"publisher":"Public Library of Science (PLoS)","issue":"2","license":[{"start":{"date-parts":[[2026,2,12]],"date-time":"2026-02-12T00:00:00Z","timestamp":1770854400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/100000055","name":"National Institute on Deafness and Other Communication Disorders","doi-asserted-by":"publisher","award":["F31DC019859"],"award-info":[{"award-number":["F31DC019859"]}],"id":[{"id":"10.13039\/100000055","id-type":"DOI","asserted-by":"publisher"}]},{"name":"Texas Speech-Hearing Foundation"}],"content-domain":{"domain":["www.plosone.org"],"crossmark-restriction":false},"short-container-title":["PLoS One"],"abstract":"<jats:sec id=\"sec001\">\n                    <jats:title>Purpose<\/jats:title>\n                    <jats:p>Children begin to stutter and develop early attitudes about their communication during a critical period of speech, language, and social cognition development. This study examined social cognition via cognitive and affective perspective taking and explored whether perspective taking influences caregiver-proxy \u2013 child communication attitude agreement in 3\u20136-year-old children who stutter, while accounting for variation in speech and language abilities.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec id=\"sec002\">\n                    <jats:title>Method<\/jats:title>\n                    <jats:p>\n                      One hundred eleven children who stutter, ages 3\u20136, completed the\n                      <jats:italic>KiddyCAT,<\/jats:italic>\n                      protocols for cognitive and affective perspective taking, and standardized speech and language assessments. One primary caregiver completed an adapted version of the\n                      <jats:italic>KiddyCAT<\/jats:italic>\n                      , which involved estimating their perception of their child\u2019s communication attitude. Analyses were conducted to calculate the caregiver\u2019s item-by-item agreement with their child\u2019s responses on the\n                      <jats:italic>KiddyCAT<\/jats:italic>\n                      , and multiple regression was used to assess predictors of caregiver-proxy \u2013 child\n                      <jats:italic>KiddyCAT<\/jats:italic>\n                      agreement.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec id=\"sec003\">\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Approximately 8% of children performed above chance on the cognitive perspective taking task, whereas 56% performed above chance on the affective task. Caregiver-proxy \u2013 child\n                      <jats:italic>KiddyCAT<\/jats:italic>\n                      agreement ranged from 0.56\u20130.85, with higher agreement on two items requiring the child\u2019s perspective taking. Higher speech and language scores predicted greater\n                      <jats:italic>KiddyCAT<\/jats:italic>\n                      agreement for all caregiver-child dyads. Neither affective nor cognitive perspective taking predicted\n                      <jats:italic>KiddyCAT<\/jats:italic>\n                      agreement.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec id=\"sec004\">\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>Consistent with research with typically developing children, there is substantial variability in perspective taking in children age 3\u20136 who stutter, with evidence of emerging affective, but comparatively limited cognitive perspective taking skills. Caregiver-proxy \u2013 child agreement on the Kiddy-CAT, a measure that requires both affective and cognitive perspective taking, appears to be stronger for children with more advanced speech and language. Given that at least some young children and their caregivers appear to be aware of each other\u2019s perspectives regarding the child\u2019s communication, clinicians should facilitate discussion of stuttering and reactions to stuttering openly and neutrally with these caregivers and their children.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1371\/journal.pone.0339706","type":"journal-article","created":{"date-parts":[[2026,2,12]],"date-time":"2026-02-12T18:27:10Z","timestamp":1770920830000},"page":"e0339706","update-policy":"https:\/\/doi.org\/10.1371\/journal.pone.corrections_policy","source":"Crossref","is-referenced-by-count":1,"title":["Investigating perspective taking and caregiver-proxy\u2013child communication attitude agreement in early childhood stuttering"],"prefix":"10.1371","volume":"21","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-4223-4521","authenticated-orcid":true,"given":"Katie 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